The phonological loop keeps auditory information active in consciousness for the purpose of immediate problem-solving. This system interacts with long-term memory in the episodic buffer to retrieve previously learned information needed for problem-solving and to help process new information for long-term storage. In Baddeley’s model (2009, 2012) of working memory, there are three main functional components: the phonological loop, visual sketchpad, and the central executive. Like attention and executive functions, working memory has a significant influence in cognitive efficiency, learning, and academic performance. Working memory is often associated with attention and executive functioning skills. Working memory is an important skill in academic learning and performance and higher-order problem-solving/reasoning. Saklofske, in WISC-V (Second Edition), 2019 Working Memory The connections of these locations with other brain regions in different individuals with different capabilities of these cognitive processes will be interesting to further explore. In the light of existing literature, the prefrontal and frontal regions are the hub of WM and attention-related activities. The EEG experiments for WM and attention allow one to record time-locked EEG data and determine the neuronal changes during the experimental tasks. 14īesides the existing literature about the relationship of attention and WM for healthy individuals, it needs to be investigated further with the use of neuroimaging techniques such as EEG. 13 WM training has been reported to improve attention-deficit/hyperactivity disorder (ADHD) and other cognitive disorders. 9–11 Some studies reported the relationship of WM with general cognitive ability of fluid intelligence, i.e., WM may improve intelligence ability, 12 but there are also studies that reported that WM does not improve intelligence ability. However, there are individual differences in attention and WM capabilities. WM is a process that uses existing information, manipulates it, and passes it to long-term memory if desired. Hence, attention is the process that helps one filter incoming sensory information, and the selected information is thus allowed into the WM manipulation. The brain perceives only that sensory information that is focused on or attended by the individual. Not all sensory information is of interest to us. In our surroundings, there is plenty of information coming through our senses into the brain. On all of these subtests, verbal information is presented and the task is to temporarily store the presented information.Īamir Saeed Malik, Hafeez Ullah Amin, in Designing EEG Experiments for Studying the Brain, 2017 14.2 Importance of Studying Working Memory AssessmentĪttention and WM are two cognitive processes that have utmost importance in our daily life. The “phonological loop” is made up of four subtests: Digit Recall, Word List Recall, Non-Word List Recall, and World List Matching. The authors chose to assess verbal aspects for WM because: (1) it has been proposed that deficits of verbal WM (and not visual-spatial WM) underlie language difficulties in specific language impairment (SLI) ( Adams & Gathercole, 1996), and (2) significant correlations have been found between verbal WM and receptive grammar in children with SLI and in typically developing (TD) children ( Montgomery, 1995). The Working Memory Test Battery for Children (WMTB-C Pickering & Gathercole, 2001) consists of three subtests designed to assess verbal WM: Listening Recall, Counting Recall, and Backward Digits Recall. Saklofske, in Psychometrics and Psychological Assessment, 2017 Working Memory Test Battery for Children (WMTB-C)
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